Syllabus Cambridge International AS & A Level English ...

SyllabusCambridge International AS & A Level English Language 9093For examination in June and November 2021, 2022 and 2023.Also available for examination in March 2021, 2022 and 2023 for India only.

Version 3

Why choose Cambridge International?

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Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer them. It helps students discover new abilities and a wider world, and gives them the skills they need for life, so they can achieve at school, university and work.

Our programmes and qualifications set the global standard for international education. They are created by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for students to progress from one stage to the next, and are well supported by teaching and learning resources.

We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching practice – and take account of the different national contexts in which they are taught.

We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the subject and develop the skills necessary for success in higher education.

Our mission is to provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field. Together with schools, we develop Cambridge learners who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with the Cambridge Pathway.

‘We think the Cambridge curriculum is superb preparation for university.’Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA

Quality managementCambridge International is committed to providing exceptional quality. In line with this commitment, our quality management system for the provision of international qualifications and education programmes for students aged 5 to 19 is independently certified as meeting the internationally recognised standard, ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001

Copyright © UCLES September 2018

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within a centre.

Contents

1 Why choose this syllabus? ...............................................................................................................2

2 Syllabus overview .............................................................................................................................. 6

Aims 6

Content overview 6

Assessment overview 7

Assessment objectives 8

3 Subject content ...................................................................................................................................9

AS Level content (Paper 1 and Paper 2) 9

Paper 1 Reading 9

Paper 2 Writing 10

A Level content (Paper 3 and Paper 4) 12

Paper 3 Language Analysis 12

Paper 4 Language Topics 14

4 Details of the assessment ............................................................................................................. 16

Paper 1 Reading 16

Paper 2 Writing 17

Paper 3 Language Analysis 18

Paper 4 Language Topics 19

Command words 20

5 Additional information ....................................................................................................................21

Reference table of International Phonetic Alphabet (IPA) phonemic symbols (Received Pronunciation) 21

Transcription key 22

6 What else you need to know ........................................................................................................ 23

Before you start 23

Making entries 24

After the exam 25

How students, teachers and higher education can use the grades 26

Grade descriptions 26

Changes to this syllabus for 2021, 2022 and 2023 27

Changes to this syllabusFor information about changes to this syllabus for 2021, 2022 and 2023, go to page 27.This latest syllabus is version 2, published May 2020

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023.

2 www.cambridgeinternational.org/alevel Back to contents page

1 Why choose this syllabus?

Key benefitsThe best motivation for a student is a real passion for the subject they’re learning. By offering students a variety of Cambridge International AS & A Levels, you can give them the greatest chance of finding the path of education they most want to follow. With over 50 subjects to choose from, students can select the ones they love and that they’re best at, which helps motivate them throughout their studies.

Following a Cambridge International AS & A Level programme helps students develop abilities which universities value highly, including:

• a deep understanding of their subjects • higher order thinking skills – analysis, critical thinking,

problem solving • presenting ordered and coherent arguments • independent learning and research.

Cambridge International AS & A Level English Language develops a set of transferable skills. These include critical analysis; constructing arguments; presenting knowledge and understanding; and writing English in a balanced, articulate and fluent manner. Learners can apply these skills across a wide range of subjects and real-world situations. These skills will also equip them well for progression to higher education or directly into employment.

Our approach in Cambridge International AS & A Level English Language encourages learners to be:

confident, exploring texts and ideas with self-assurance, intellectual freedom and personal insight

responsible, committing to their learning and developing linguistic expertise to better understand themselves, others and the wider community

reflective, developing a keen and critical sense of themselves as users and consumers of language in a range of ever-changing contexts

innovative, approaching tasks and texts with a combination of creative, original and flexible thinking

engaged, recognising and interrogating the role language plays in matters of personal, social and global significance, and being prepared to apply this learning beyond the classroom.

‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’Tony Hines, Principal, Rockledge High School, USA

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. Why choose this syllabus?

3www.cambridgeinternational.org/alevelBack to contents page

Key conceptsKey concepts are essential ideas that help students develop a deep understanding of their subject and make links between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting the important things to be learned.

Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:

• a greater depth as well as breadth of subject knowledge • confidence, especially in applying knowledge and skills in new situations • the vocabulary to discuss their subject conceptually and show how different aspects link together • a level of mastery of their subject to help them enter higher education.

The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level English Language are:

• Text and contextA text can be defined as a single, coherent unit of language, from the briefest spoken utterance to a book published across several volumes. However, no text exists without context; students of English language must always consider how a text’s meaning is informed by the circumstances not only of its production, but also of its communication and reception.

• Meaning and styleThe study of English language involves developing a range of strategies for exploring the complex ways in which different linguistic elements come together to create meaning. Whether producing their own texts or analysing texts produced by others, students of English language must consider how choices regarding form, structure and language also interact to create a distinctive style.

• AudienceStudents of English language must learn to identify and analyse the strategies writers and speakers use to communicate with their intended audience(s). Likewise, they must be able to predict, recognise and analyse the various responses these strategies might elicit.

• CreativityWhether writing artfully for a specified purpose and audience, reading deeply between the lines of a challenging text, or developing strategies for acquiring the language in the first place, users of the English language must demonstrate creativity in a range of forms and contexts.

• DiversityConstantly subject to a range of influences – whether personal, social, geographical or otherwise – the English language exists in a range of competing and overlapping forms at any given moment. This extraordinary diversity offers a rich opportunity for analysis, comparison and exploration.

• ChangeThe phonological, morphological, semantic, syntactic and other aspects of the English language are liable to change over time. Students of English language must analyse these changes and explore in detail the factors that drive them.



Recognition and progressionOur expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our programmes and qualifications around the world. Every year thousands of students with Cambridge International AS & A Levels gain places at leading universities worldwide. They are valued by top universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand.

UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading universities worldwide.

Cambridge International AS Level English Language makes up the first half of the Cambridge International A Level course in English Language and provides a foundation for the study of English Language at Cambridge International A Level. Depending on local university entrance requirements, students may be able to use it to progress directly to university courses in English Language or some other subjects. It is also suitable as part of a course of general education.

Cambridge International A Level English Language provides a foundation for the study of English or related courses in higher education. Equally it is suitable as part of a course of general education.

For more information about the relationship between the Cambridge International AS Level and Cambridge International A Level see the ‘Assessment overview’ section of the Syllabus overview.

We recommend learners check the Cambridge recognitions database and the university websites to find the most up-to-date entry requirements for courses they wish to study.

Learn more at www.cambridgeinternational.org/recognition

‘The depth of knowledge displayed by the best A Level students makes them prime targets for America’s Ivy League universities’Yale University, USA



Supporting teachersWe provide a wide range of practical resources, detailed guidance, and innovative training and professional development so that you can give your learners the best possible preparation for Cambridge International AS & A Level.

Exam preparation resources

• Question papers• Mark schemes• Example candidate responses to understand

what examiners are looking for at key grades• Examiner reports to improve future teaching

Community

You can find useful information, as well as share your ideas and experiences with other

teachers, on our social media channels and community forums.Find out more at www.cambridgeinternational.org/social-media

Training

• Introductory – face-to-face or online• Extension – face-to-face or online• Enrichment – face-to-face or online• Coursework – online• Cambridge Professional Development

QualificationsFind out more at www.cambridgeinternational.org/profdev

Teaching resources

• School Support Hub www.cambridgeinternational.org/support

• Syllabuses• Schemes of work• Learner guides• Discussion forums• Endorsed resources

Support for Cambridge

International AS & A Level

‘Cambridge International AS & A Levels prepare students well for university because they’ve learnt to go into a subject in considerable depth. There’s that ability to really understand the depth and richness and the detail of a subject. It’s a wonderful preparation for what they are going to face at university.’US Higher Education Advisory Council



2 Syllabus overview

AimsThe aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• enjoy the experience of studying English language • develop a critical and informed response to texts in a range of forms, styles and contexts, produced for a variety

of audiences • communicate effectively, creatively, accurately and appropriately in their writing • develop the interdependent skills of reading, analysis and research • develop an appreciation of concepts and techniques in the study of English language • build a firm foundation for further study of language and linguistics.

Content overviewCambridge International AS Level English Language provides learners with opportunities to make critical and informed responses to a wide range of texts. Learners will also demonstrate their ability to produce writing to specific briefs and for given audiences.

Cambridge International A Level English Language learners will also develop a strong foundation in the study of linguistics, focusing on language change, child language acquisition, spoken language, English in the world, and language and the self.

Learners who follow the Cambridge International AS & A Level English Language syllabus will develop the following skills and understanding:

• sustaining accurate, fluent and consistent writing • producing informed responses appropriate to the specified form, style, context, and audiences • conveying knowledge and understanding from both specific examples and wider studies.

These are highly transferable skills and may help learners in other subject areas, as well as equipping them for higher education or employment.

Support for Cambridge International AS & A Level English LanguageOur School Support Hub www.cambridgeinternational.org/support provides Cambridge schools with a secure site for downloading specimen and past question papers, mark schemes, grade thresholds and other curriculum resources specific to this syllabus. The School Support Hub community offers teachers the opportunity to connect with each other and to ask questions related to the syllabus.

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. Syllabus overview


Assessment overview

Paper 1 Paper 3

Reading 2 hours 15 minutes50 marksCandidates answer two compulsory questions: Question 1 in Section A, and Question 2 in Section B. Externally assessed 50% of the AS Level 25% of the A Level

Language Analysis 2 hours 15 minutes50 marksCandidates answer two compulsory questions: Question 1 in Section A, and Question 2 in Section B. Externally assessed 25% of the A Level

Paper 2 Paper 4

Writing 2 hours50 marksCandidates answer two questions: one compulsory question from Section A, and one question from a choice of three in Section B.Externally assessed 50% of the AS Level 25% of the A Level

Language Topics 2 hours 15 minutes50 marksCandidates answer two compulsory questions each on a separate topic area: Question 1 in Section A, and Question 2 in Section B. Externally assessed 25% of the A Level

Information on availability is in the Before you start section.

There are three routes for Cambridge International AS & A Level English Language:

Route Paper 1 Paper 2 Paper 3 Paper 4

1 AS Level only(Candidates take all AS components in the same exam series)

2 A Level (staged over two years)Year 1 AS Level*

Year 2 Complete the A Level

3 A Level(Candidates take all components in the same exam series)

* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge Handbook.

Candidates following an AS Level route will be eligible for grades a–e. Candidates following an A Level route are eligible for grades A*–E.

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. Syllabus overview


Assessment objectivesThe assessment objectives (AOs) are:

AO1 Read and demonstrate understanding of a wide variety of texts.

AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes.

AO3 Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style.

AO4 Demonstrate understanding of linguistic issues, concepts, methods and approaches.

AO5 Analyse and synthesise language data from a variety of sources.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.

Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %

AO1 15 20

AO2 45 30

AO3 40 20

AO4 0 20

AO5 0 10

Total 100 100

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Paper 3 Paper 4

AO1 30 0 10 40

AO2 10 80 10 20

AO3 60 20 0 0

AO4 0 0 40 40

AO5 0 0 40 0

Total 100 100 100 100



3 Subject content

AS Level content (Paper 1 and Paper 2) In Paper 1, candidates are primarily assessed on skills and techniques related to reading.

In Paper 2, candidates are primarily assessed on skills and techniques related to writing.

The examples listed in the content below are suggested rather than prescribed ways in which candidates can demonstrate knowledge and understanding. These examples are not exhaustive.

Paper 1 ReadingLearners are encouraged to read widely throughout their programme of study, continually deepening their appreciation of an increasingly rich array of reading material. They should develop an intimate knowledge and understanding of the conventions and discourses associated with a diverse range of genres, styles and contexts. Furthermore, learners should continue to cultivate their personal relationship with reading, enabling them to respond reflectively, analytically, discursively and creatively, as is appropriate to the task or context.

Knowledge and understanding

Candidates should be prepared to demonstrate knowledge and understanding of:

• the conventions of a wide range of written textual forms

Examples:

• advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing

• the linguistic elements and literary features of texts

• parts of speech / word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, pragmatics

• the significance of audience in both the design and reception of texts

• the ways in which genre, purpose and context contribute to the meaning of texts

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. Subject content


Skills and techniques

Candidates should be prepared to demonstrate the following skills and techniques:

• reading a range of unseen texts • analysing the ways in which linguistic elements come together in a text to create meaning • recognising different nonfiction textual forms and their conventions • writing analytically about the effects produced by a range of linguistic elements and literary features • integrating individual analytical points into broader overall responses to texts • selecting and interpreting words and phrases from a text with care and precision • recognising and commenting on the overall style of a text, and exemplifying this through specific instances

of language analysis • using quotations and evidence, with judgement, to produce precise, meaningful commentaries • using appropriate language to link quotations and evidence with explanatory comments • integrating quotations and evidence into a cohesive argument • writing short, directed pieces in response to a text • writing in the same style as another text • writing in a different style from a text at the same time as re-using the content/material • comparing the style and linguistic elements of their own writing with those of a given text.

Paper 2 WritingUsing their reading as inspiration, learners should explore and experiment with a similarly extensive variety of genres, styles and contexts in their writing. In addition to refining their ability to express themselves with precision and clarity of purpose, learners should become increasingly reflective writers, capable of adapting the style of their writing to fit a diverse range of forms, audiences, purposes and contexts.

The knowledge and understanding that candidates are required to demonstrate in Paper 2 is the same as is covered in Paper 1.



• the conventions of a wide range of written textual forms

Examples:

• advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing

• the linguistic elements and literary features of texts

• parts of speech / word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, pragmatics

• the significance of audience in both the design and reception of texts

• the ways in which genre, purpose and context contribute to the meaning of texts





Examples:

• writing for a specified audience and purpose, to fulfil the brief provided

• producing an appropriate structure for longer pieces of writing

• Freytag’s Pyramid in imaginative writing; dialectical structure in discursive writing; introductory, summary and evaluative sections in review writing

• organising writing to achieve specific effects • withholding key information in imaginative writing; juxtaposing counterarguments in discursive writing; evidentiary logic in critical writing

• structuring paragraphs • topic sentences, connectives, internal coherence, discourse markers

• using a range of appropriate linguistic elements and literary features

• imagery in descriptive writing; rhetorical devices in argumentative writing; evaluative lexis in critical writing

• expressing ideas accurately and clearly at both sentence and word level

• reflecting upon and evaluating the qualities of their own writing, including aspects relating to its purpose, form and audience



A Level content (Paper 3 and Paper 4)At A Level, candidates are required to build upon the knowledge and understanding established at AS Level, and to concentrate their study on four specialised subject areas:

• language change • child language acquisition • English in the world • language and the self.

Similarly, the skills and techniques required at A Level expand upon those required at AS Level: Paper 3 primarily focuses on skills and techniques related to analytical reading, while the emphasis in Paper 4 is on discursive writing.

The examples listed in the content below are suggested rather than prescribed ways in which candidates can demonstrate knowledge and understanding. These examples are not exhaustive.

Paper 3 Language AnalysisLearners should familiarise themselves with a comprehensive set of tools, strategies and conventions for studying language. This should include the following: developing frameworks for analysing and comparing unseen texts; assimilating a range of appropriate technical terminology; assessing, evaluating and synthesising sources of evidence; carrying out independent research into language concepts; contextualising their views in relation to theories; and understanding language data presented in the form of transcripts, tables and graphs.

Section A: Language change

In Section A, learners will explore how English has continually adapted to reflect changes in the social, cultural, political and technological contexts in which it has been used. Learners will explore the causes and consequences of language change in English, developing their knowledge of the topic through research, analysis, and an understanding of conventional methods of presenting historical language data.



• the chronology and essential features of the development of the English language from Early Modern English to Contemporary English

Examples:

• graphology, orthography, phonology, morphology, syntax, lexis, semantics, pragmatics, grammar

• concepts and terminology related to language change

• etymology, derivation, inflection, telescoping, coalescence, acronym, conversion, compounding, backformation, blending, borrowing, amelioration, pejoration, broadening, narrowing

• theories and theorists of language change • random fluctuation theory, cultural transmission theory, theory of lexical gaps, substratum theory, functional theory, tree and wave models

• n-gram graphs representing changes in language use over time

• comparisons of related words, parts of speech, inflections, collocations

• word tables derived from corpus data • collocate lists, synonym lists





• researching in the field of language change • analysing unseen texts as exemplars of certain aspects of language change • interpreting and analysing n-gram graphs and corpus data relating to language change • contextualising findings alongside relevant theories and concepts relating to language change • synthesising their responses to a range of language data into a coherent analytical essay.

Section B: Child language acquisition

In Section B, learners will explore the stages of early development (0–8 years) in child language acquisition, considering the various features and functions of spoken language use during this period, and familiarising themselves with a range of relevant theories, theorists and conventions within the field.



• the main stages of early development in child language acquisition

Examples:

• babbling, holophrastic, telegraphic and post-telegraphic stages

• the different functions of children’s language • instrumental, regulatory, interactional, personal, representational, heuristic, imaginative

• theories and theorists of child language acquisition

• imitation and reinforcement theory, language acquisition device, language acquisition support system, cognitive development theory, child-directed or caretaker speech

• the conventions and features of unscripted conversation and spoken language transcripts

• notation for pauses, overlaps, stress, intonation and phonemic features



• researching in the field of child language acquisition • analysing spoken language transcripts as exemplars of certain aspects of child language acquisition • interpreting and analysing instances of conversation involving children aged 0 to 8 years • contextualising findings alongside relevant theories and concepts relating to child language acquisition • synthesising these theoretical considerations into a coherent analytical essay.



Paper 4 Language TopicsThroughout the syllabus, learners are encouraged to move beyond the practical application of English language, and to engage in a deeper consideration of a number of theoretical issues related to its use. Learners should develop their ability to engage in discussion on how the diverse forms of English that exist across the world interact both with one another and with other languages, and, how language use contributes to the construction and development of the self.

For Paper 4, learners will study two key topics in the field of English language studies: ‘English in the world’ in Section A and ‘Language and the self’ in Section B.

Section A: English in the world

In Section A, learners will explore the history of English as a ‘global’ language; the development of standard and nonstandard forms of English, including the varieties used by first-language users outside the UK; and ethical considerations related to the continuing expansion of English usage around the world.


Candidates should be prepared to demonstrate knowledge and understanding of theories, theorists and studies relating to:

• the historical development of English as a ‘global’ language

Examples:

• colonialism, cultural influence and effects, concentric circles model, multilingualism, the future of English

• varieties of English • standard and nonstandard ‘Englishes’, creolisation, sociolect continuum, official and unofficial attitudes and policies

• relevant ethical considerations • language shift and death, cultural imperialism, equality of opportunity, global cooperation



• reading and demonstrating critical understanding of unseen texts relating to ‘English in the world’ • selecting and analysing pertinent ideas and examples from the texts • relating these ideas and examples to theories, theorists and studies from their wider research in the relevant

topic area • synthesising these considerations into a coherent analytical essay.



Section B: Language and the self

In Section B, learners will explore how language allows us to communicate our sense of self to others, as well as playing a highly significant role in the ongoing construction, determination and development of that self. Learners will study the degree to which language is innate, learned, or both; the ways in which language and thought are both interwoven with, and separable from, each other; and how we use language, both consciously and unconsciously, to construct and maintain social identities.


Candidates should be prepared to demonstrate knowledge and understanding of theories, theorists and studies relating to:

• innateness and learning

Examples:

• behaviourism, innatism, nativism, empiricism

• the relationship between language and thought • linguistic relativity and determinism, universalism, language of thought hypothesis

• the relationship between language and social identity

• speech communities, prestige, idiolect, dialect, sociolect, genderlect, variation, standard and nonstandard features, inclusion and exclusion, speech sounds and accents



• reading and demonstrating critical understanding of unseen texts relating to ‘Language and the self’ • selecting and analysing pertinent ideas and examples from the texts • relating these ideas and examples to theories, theorists and studies from their wider research in the relevant

topic area • synthesising these considerations into a coherent analytical essay.

Support for Cambridge International AS & A Level English LanguageNew support for teachers includes a Teacher guide, Learner guide and a Glossary of terms. Other support is available from our School Support Hub at www.cambridgeinternational.org/support



4 Details of the assessment

Paper 1 ReadingWritten paper, 2 hours 15 minutes, 50 marks

This paper has two sections, Section A: Directed response, and Section B: Text analysis. Each section is worth 25 marks.

Candidates must answer two compulsory questions: Question 1 in Section A, and Question 2 in Section B.

Each question requires candidates to respond to one unseen text.

Examples of the text types candidates may be required to read (or produce for Question 1(a)) include advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.

Dictionaries may not be used.

Section A: Directed response

Question 1 is in two parts:

a) directed writing task in response to a text (10 marks)b) comparison of the form, structure and language of the candidate’s response in part (a) with that of the original

text (15 marks)

In Question 1(a), candidates are required to read a text of approximately 550–750 words, and write a directed response of 150–200 words, choosing their vocabulary, style and structure to fit a specific form, purpose and audience.

This question assesses AO1 and AO2.

In Question 1(b), candidates are required to:

• identify, analyse and compare characteristic features of the texts • relate these features to the purpose, audience and context of the texts.


Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. Details of the assessment


Section B: Text analysis

In Question 2, candidates are required to read a text of approximately 550–750 words, and comment on the form, structure and language of the text.

Candidates are required to:

• identify characteristic features of the text, relate them to the meaning, context and audience of the writing, and organise information in their answers

• comment on aspects of form, structure and language • write in an appropriate style.


Paper 2 Writing Written paper, 2 hours, 50 marks

This paper has two sections, Section A: Shorter writing and reflective commentary, and Section B: Extended writing. Each section is worth 25 marks.

Candidates must answer two questions: Question 1 in Section A (compulsory), and one question in Section B.


Section A: Shorter writing and reflective commentary

Question 1 is in two parts:

a) writing a short text in response to a prompt (15 marks)b) writing a reflective commentary based on how the text produced in part (a) fulfils the brief (10 marks)

In Question 1(a), candidates are required to write a response of no more than 400 words to a prompt, choosing their vocabulary, style and structure to fit a specific form, purpose and audience.

Examples of the text types candidates may be required to produce include advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.

This question assesses AO2.

In Question 1(b), candidates are required to write a reflective commentary explaining how their linguistics choices have contributed to fulfilling the brief in part (a).

Candidates are required to focus on their choices of form, structure and language, and to analyse how these stylistic choices relate to audience and shape meaning.




Section B: Extended writing

Candidates choose to answer one out of three questions.

Each question corresponds to one of the three following categories:

• imaginative/descriptive • discursive/argumentative • review/critical.

Depending on the category, examples of the text types candidates may be required to produce include advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.

In each question, candidates are required to:

• produce a continuous piece of writing of 600–900 words • express their ideas clearly, coherently and accurately, using an appropriate range of language • develop their writing in a manner appropriate to the form, purpose and audience.


Paper 3 Language AnalysisWritten paper, 2 hours 15 minutes, 50 marks

This paper has two sections, Section A: Language change, and Section B: Child language acquisition. Each section is worth 25 marks.

Candidates must answer both questions.


Section A: Language change

In Question 1, candidates are required to respond to three texts:

• a prose text of approximately 300–400 words, written at any time from the Early Modern English period (beginning c.1500) to the present day

• two sources of quantitative language data: an n-gram graph and a word table of corpus data.

Examples of the prose text types candidates may be required to analyse include advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.

Candidates are required to analyse how the prose text exemplifies ways in which the English language has changed over time. They are required to support their response with reference to the two sources of quantitative language data provided, and also to their wider study of language change.

This question assesses AO2, AO4 and AO5.



Section B: Child language acquisition

In Question 2, candidates are required to respond to a transcript featuring language spoken by a child or children between the ages of 0 and 8, possibly alongside other speakers.

Candidates are required to analyse ways in which the speakers in the transcript use language, referring to specific details from the transcription, and relating their observations to ideas and examples from their wider study of child language acquisition.


Paper 4 Language TopicsWritten paper, 2 hours 15 minutes, 50 marks

This paper has two sections, Section A: English in the world, and Section B: Language and the self. Each section is worth 25 marks.

Candidates must answer both questions.


Section A: English in the world

In Question 1, candidates are required to respond to approximately 400–500 words of text on the topic of ‘English in the world’.

In their essay, candidates are required to discuss the most important issues the text raises in relation to a specified aspect of the role and status of the English language in the world. They are required to refer to specific details from the text, relating points in their discussion to ideas and examples from their wider study of the topic of English in the world.


Section B: Language and the self

In Question 2, candidates are required to respond to approximately 400–500 words of text on the topic of ‘Language and the self’.

In their essay, candidates are required to discuss the most important issues the text raises in relation to a specified aspect of the relationship between language and the self. They are required to refer to specific details from the text, relating points in their discussion to ideas and examples from their wider study of the topic of language and the self.




Command wordsThe table below includes command words used in the assessment for this syllabus. The use of the command word will relate to the subject context.

Command word What it means

Analyse examine in detail to show meaning, identify elements and the relationship between them

Compare identify/comment on similarities and/or differences

Discuss write about issue(s) or topic(s) in depth in a structured way



5 Additional information

Reference table of International Phonetic Alphabet (IPA) phonemic symbols (Received Pronunciation)

1 Consonants of English 2 Pure vowels of English

/ f / fat, rough / iː / beat, keep

/ v / very, village, love / ɪ / bit, tip, busy

/ ɵ / theatre, thank, athlete / e / bet, many

/ ð / this, them, with, either / æ / bat

/ s / sing, thinks, losses / ʌ / cup, son, blood

/ z / zoo, beds, easy / aː / car, heart, calm, aunt

/ ʃ / sugar, bush / ɒ / pot, want

/ ʒ / pleasure, beige / ɔː/ port, saw, talk

/ h / high, hit, behind / ə / about, sudden

/ p / pit, top / ɜː / word, bird

/ t / tip, pot, steep / ʊ / book, wood, put

/ k / keep, tick, scare / uː / food, soup, rude

/ b / bad, rub

/ d / bad, dim 3 Diphthongs of English

/ g / gun, big / eɪ / late, day, great

/ tʃ / church, lunch / aɪ / time, high, die

/ dʒ / judge, gin, jury / ɔɪ / boy, noise

/ m / mad, jam, small / aʊ / cow, house, town

/ n / man, no, snow / əʊ / boat, home, know

/ ŋ / singer, long / ɪə / ear, here

/ l / loud, kill, play / eə / air, care, chair

/ j / you, beyond / ʊə / cure, jury

/ w / one, when, sweet

/ r / rim, bread

/ ʔ / uh-oh

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. Additional information


Transcription key(1) = pause in seconds

(.) = micropause

underlined = stressed sound/syllable(s)

// = speech overlap

[italics] = paralinguistic features

<italics> = contextual information

UPPER CASE = words spoken with increased volume

°word° = words spoken with decreased volume

↗ = upward intonation

↘ = downward intonation

/wiv/ = phonemic representation of speech sounds

Additional information



6 What else you need to know

This section is an overview of other information you need to know about this syllabus. It will help to share the administrative information with your exams officer so they know when you will need their support. Find more information about our administrative processes at www.cambridgeinternational.org/examsofficers

Before you start

Previous study

We recommend that learners starting this course should have completed a course in English equivalent to Cambridge IGCSE™ or Cambridge O Level.

Guided learning hours

We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided learning hours for each Cambridge International AS Level and about 360 guided learning hours for a Cambridge International A Level. The number of hours a learner needs to achieve the qualification may vary according to local practice and their previous experience of the subject.

Availability

You can enter candidates in the June and November exam series. If your school is in India, you can enter your candidates in the March exam series. You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables

Private candidates can enter for this syllabus.

Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The only exceptions are:

• Cambridge International AS Level Language and Literature in English (8695) • syllabuses with the same title at the same level.

Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a range of different subjects.

Learn more about Cambridge AICE at www.cambridgeinternational.org/aice

Cambridge International AS & A Level English Language 9093 syllabus for 2021, 2022 and 2023. What else you need to know


Making entriesExams officers are responsible for submitting entries to Cambridge International. We encourage them to work closely with you to make sure they enter the right number of candidates for the right combination of syllabus components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making Entries. Your exams officer has a copy of this guide.

Exam administration

To keep our exams secure, we produce question papers for different areas of the world, known as administrative zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code is used to identify the components the candidate will take relevant to the administrative zone and the available assessment options.

Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases of the Cambridge Exams Cycle, at www.cambridgeinternational.org/examsofficers

Retakes

Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times as they want to. Cambridge International AS & A Levels are linear qualifications so candidates cannot re-sit individual components. Information on retake entries is in the Cambridge Handbook at www.cambridgeinternational.org/examsofficers

Candidates can carry forward the result of their Cambridge International AS Level assessment from one series to complete the Cambridge International A Level in a following series, subject to the rules and time limits described in the Cambridge Handbook.

Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct and indirect discrimination.

The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage over others or if they compromise the standards being assessed.

Candidates who cannot access the assessment of any component may be able to receive an award based on the parts of the assessment they have completed.

Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/examsofficers

Language

This syllabus and the related assessment materials are available in English only.



After the exam

Grading and reporting

Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level, with A* being the highest grade.

Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level, with ‘a’ being the highest grade.

‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade (E or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances your candidates may see one of the following letters on their statement of results:

• Q (pending) • X (no result) • Y (to be issued).

These letters do not appear on the certificate.

If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge International AS Level grade will be awarded if both of the following apply:

• the components taken for the Cambridge International A Level by the candidate in that series included all the components making up a Cambridge International AS Level

• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge International AS Level grade.

On the statement of results and certificates, Cambridge International AS & A Levels are shown as General Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).

‘Cambridge International A Levels are the ‘gold standard’ qualification. They are based on rigorous, academic syllabuses that are accessible to students from a wide range of abilities yet have the capacity to stretch our most able.’Mark Vella, Director of Studies, Auckland Grammar School, New Zealand



How students, teachers and higher education can use the grades

Cambridge International A Level

Assessment at Cambridge International A Level has two purposes:

• to measure learning and achievementThe assessment:– confirms achievement and performance in relation to the knowledge, understanding and skills specified in

the syllabus, to the levels described in the grade descriptions.

• to show likely future successThe outcomes:– help predict which students are well prepared for a particular course or career and/or which students are

more likely to be successful– help students choose the most suitable course or career.

Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:

• to measure learning and achievementThe assessment:– confirms achievement and performance in relation to the knowledge, understanding and skills specified in

the syllabus.

• to show likely future successThe outcomes:– help predict which students are well prepared for a particular course or career and/or which students are

more likely to be successful– help students choose the most suitable course or career– help decide whether students part way through a Cambridge International A Level course are making

enough progress to continue– guide teaching and learning in the next stages of the Cambridge International A Level course.

Grade descriptionsGrade descriptions are provided to give an indication of the standards of achievement candidates awarded particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better performance in some other aspect.

Grade descriptions for Cambridge International A Level English Language will be published after the first assessment of the A Level in 2021. Find more information at www.cambridgeinternational.org/alevel



Changes to this syllabus for 2021, 2022 and 2023The syllabus has been reviewed and revised for first examination in 2021. This syllabus is version 3, published October 2021.

You are strongly advised to read the whole syllabus before planning your teaching programme.

Changes to version 3, published October 2021

Changes to syllabus • Amendments have been made to the underlining in certain examples given in the Reference table of International Phonemic Alphabet (IPA) phonemic symbols (Received Pronunciation) on page 21 of the syllabus document.

Changes to version 2, published May 2020

Changes to syllabus • An item has been added to the transcription key on page 22: ‘<italics> = contextual information’.

• The order of items on the transcription key has been amended for clarity.

Changes to version 1, published September 2018

Carry forward from 2020 • Candidates taking AS Level in 2020 can carry forward their results towards the full A Level with the revised syllabus in 2021.

Changes to syllabus content

• The key concepts have been updated to better reflect the overarching ideas that run throughout English Language.

• The Subject content section has been updated and further explanation has been provided, including useful examples to help teaching and learning.

• The subject content is now presented in four main sections: AS Level– Paper 1 Reading– Paper 2 Writing

• A Level – Paper 3 Language Analysis– Paper 4 Language Topics

• We have introduced new content within Paper 3 that focuses on the analysis and interpretation of language data. Please see the Subject content and Details of the assessment sections.

• The topics in Paper 4 have changed to ‘English in the world’ and ‘Language and the self’. ‘English in the world’, is a new title for the current ‘English as a global language’, and ‘Language and the self’ is a new topic that concentrates on relationships between language and thought and language and social identity. Child language acquisition has moved to Paper 3.

• An International Phonetic Alphabet (IPA) table and transcription key have been introduced into the syllabus to aid in the teaching and assessment of Paper 3.

• A list of command words has been added to the syllabus. continued



Changes to assessment (including changes to specimen papers)

• The syllabus aims have been updated. • The assessment objectives (AOs) have been updated so the expectations of

each AO are more explicit. • The AOs have increased from three to five. AO1 to AO3 broadly cover the

current AOs whereas AO4 and AO5 are new and are only assessed at A Level.

Paper 1

• Optionality has been removed. Candidates now answer two compulsory questions.

• Question 1 now has a comparative element. • Question 2 no longer requires directed writing. • The duration of the paper and number of marks are unchanged.

Changes to assessment (including changes to specimen papers) (continued)

Paper 2

• Section A has changed. It is now compulsory and requires candidates to write a shorter piece of writing and then reflect on this.

• Section B remains as three optional questions. Candidates will choose one question from three categories: imaginative/descriptive, discursive/argumentative or review/critical.

• The duration of the paper and number of marks are unchanged.

Paper 3

• Section A is new and requires candidates to discuss texts that demonstrate how English language has changed over time. It also focuses on the skills and knowledge needed for analysing language data. Please see the Details of the assessment section.

• Child language acquisition now sits within Section B of this paper rather than in Paper 4. The style and format of the question remains the same. The transcription key has been updated and an International Phonetic Alphabet (IPA) table has been introduced.


Paper 4

• The style and format of questions and the skills and knowledge required by candidates are unchanged.

• The number of topics has reduced from three to two as Child language acquisition has moved to Paper 3.

• The topics have changed to ‘English in the world’ and ‘Language and the self’. ‘Spoken language and social groups’ has been replaced.


Mark schemes

• The levels of response marking criteria have been updated. Please see the specimen mark schemes for further information.

Other changes • The syllabus is no longer in a shared document with AS & A Level Literature in English (9695) and AS Level Language and Literature in English (8695).

• A Glossary of terms, Teacher guide and Learner guide will be provided as part of the new support materials package. Existing support materials will be updated to reflect the revised syllabus.



In addition to reading the syllabus, you should refer to the updated specimen papers. The specimen papers will help your students become familiar with exam requirements and command words in questions. The specimen mark schemes explain how students should answer questions to meet the assessment objectives.

Any textbooks endorsed to support the syllabus for examination from 2021 are suitable for use with this syllabus.

Cambridge Assessment International EducationThe Triangle Building, Shaftesbury Road, Cambridge CB2 8EATel: +44 (0)1223 553554 Fax: +44 (0)1223 553558Email: [email protected] www.cambridgeinternational.org

Copyright © UCLES September 2018

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons through a global perspective and develop a lasting passion for learning.’

Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China

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